Re-Imagining Indigenous Education for Health, Wellbeing and Sustainable Development in Remote Australia

Abstract

In Australia both Indigenous communities and governments are concerned at the educational outcomes of Indigenous children, especially children in remote regions. However, there are divergent visions of Indigenous education. For Indigenous communities, education embraces culture and contributes to wellbeing, the focus of our research, while for governments, educational goals comprise school attendance, English literacy and completion of year 12. Our team of Indigenous and non-Indigenous researchers explored wellbeing for Indigenous people in remote Australia through focus groups and interviews. Grounded analysis showed how research participants would like more Indigenous education for their children. Their vision for education includes transmission of Indigenous knowledge and skills in art, culture, history, land and sea management, and literacy in both English and Indigenous languages. Remote Indigenous communities hold under-utilised resources and strengths for education, and Indigenous people's knowledge is needed, particularly in conservation and land and sea management. Research participants feel thwarted by education policies which require competition for funding and segregation of services. Re-imagining education from the perspectives of Indigenous communities offers opportunities to enhance education, together with employment, health and wellbeing, and strengthen Indigenous languages, knowledge and skills. These are important for both overcoming Indigenous disadvantage and for Australia to reach its commitments to conservation and sustainable development goals.

Quantification of Interplaying Relationships Between Wellbeing Priorities of Aboriginal People in Remote Australia

“…Rather, education should support Aboriginal languages and culture, affirm connection to country, and strengthen identities in order to promote wellbeing. The notion of direct transition from education to employment was not supported in the Interplay project, consistent with other work with Aboriginal Peoples in remote Australia (McRae-Williams, Guenther, Jacobsen, & Lovell, 2016;Schultz et al, 2018).…”

“…These relationships suggest that people who are literate in both Aboriginal languages and English, which is more often used in employment, are well integrated in both mainstream and Aboriginal societies (Biddle & Swee, 2012). Re-establishing government support for bilingual Aboriginal education will contribute to strengthening languages, thus enhancing rights of Aboriginal Peoples to their language (Nicholls, 2005;Schultz, Abbott, Yamaguchi, & Cairney, 2018).…”

Retrospective audit of a school‐based integrated health‐care model in a specialised school for children with externalising behaviour

“…It allows students to miss less time from class and parents less time off work 55,56 . Additionally, the Aboriginal community value a ‘whole of the child’ approach 57 which maximises limited resources and increases health service utilisation 30,58 …”

“…Past and ongoing injustices associated with colonisation and intergenerational psychological trauma have had an impact on the SEWB and education outcomes of Aboriginal people 26–29 . Aboriginal students demonstrate lower pre‐school and school attendance, retention and achievement than non‐Aboriginal students 6,26–28,30 . Post‐school qualifications, labour force participation and employment rates are lower in Aboriginal students 31 as is general socio‐economic status, health and wellbeing 28,32 .…”

“…[26][27][28][29] Aboriginal students demonstrate lower pre-school and school attendance, retention and achievement than non-Aboriginal students. 6,[26][27][28]30 Postschool qualifications, labour force participation and employment rates are lower in Aboriginal students 31 as is general socioeconomic status, health and wellbeing. 28,32 Aboriginal people are vulnerable in the context of mental health disorders, with higher prevalence rates and lower levels of service use.…”